Bases de données : RILM, Education Source, ERIC, Music Index, Academic Search Premier
Période : après 1990
Langues : Français / anglais
Type de documents : Articles de périodiques (peer-reviewed)
Concepts Mots-clé (abstract)
Enseignants : Enseignant* OR Professeur* OR Teacher*
Musique : Music* OR musique*
Motivation : Motivation* OR Perception* OR Attitude* OR View* OR Belief* OR Opinion* OR Value* OR Valeur* OR croyance*
Création : Création* OR Composition OR Creativit* Résultats : 499 (ou 314 après suppression de doublons)
A. Perceptions qu’ont les futurs enseignants de la création musicale en classe Crow, B. (2008). Changing conceptions of educational creativity: a study of student teachers’ experience of musical creativity. Music Education Research, 10(3), 373–388.
doi:10.1080/14613800802280126
Daugèlienè, J. et D. Straksienè (2012). The Attitude of Future Music Teachers Towards the Possibilities to Use Musical Improvisation in (Self-) Development of Creativity. Teacher Education / Mokytoju Ugdymas, 18(1), 102–116.
Hewitt, A. (2003). Developments in self and task perception in students engaging in a preservice music education programme. Bulletin of the Council for Research in Music Education, (158), 55–71.
Joseph, D. (2018). Pre-service teacher attitudes in Australian higher education: Planning, preparing, presenting, and reflecting. International Journal of Learning in Higher Education,
25(1), 17–32. doi:10.18848/2327-7955/CGP/v25i01/17-32
Kokotsaki, D. (2012). Pre-service student-teachers’ conceptions of creativity in the primary music classroom. Research Studies in Music Education, 34(2), 129–156.
doi:10.1177/1321103X12466770
Newton, L. L. D. N. et Beverton, S. (2012). Pre-service teachers’ conceptions of creativity in elementary school English. Thinking Skills et Creativity, 7(3), 165–176.
doi:10.1016/j.tsc.2012.02.002
Randles, C. et Ballantyne, J. (2018). Measuring self-perceptions of creative identity: a cross- cultural comparison of the creative identities of pre-service music teachers in the US and Australia. Music Education Research, 20(2), 231–241. doi:10.1080/14613808.2016.1249360 Randles, C. et Muhonen, S. (2015). Validation and further validation of a measure of creative identity among USA and Finland pre-service music teachers. British Journal of Music
Education, 32(1), 51–70. doi:10.1017/S0265051714000151
Randles, C. et Smith, G. D. (2012). A first comparison of pre-service music teachers’ identities as creative musicians in the United States and England. Research Studies in Music Education,
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Randles, C. et Tan, L. (2019). Measuring pre-service music teachers’ creative identities: a cross- cultural comparison of the United States and Singapore. British Journal of Music Education,
36(2), 197–210. doi:10.1017/S0265051719000172
Reese, S. (2001). Integration of on-line composition mentoring into music teacher education.
Contributions to Music Education, 28(1), 9–26.
B. Perceptions qu’ont les enseignants en service de la création musicale en classe
Abramo, J. M. et Austin, S. C. (2014). The trumpet metaphor: A narrative of a teacher’s mid- career pedagogical change from formal to informal learning practices. Research Studies in Music
Education, 36(1), 57–73. doi:10.1177/1321103X14528454
Dogani, K. (2004). Teachers’ understanding of composing in the primary classroom. Music
Education Research, 6(3), 263–279. doi:10.1080/1461380042000281721
Dogani, K. (2008). Using reflection as a tool for training generalist teachers to teach music.
Music Education Research, 10(1), 125–139. doi:10.1080/14613800701871595
Gruenhagen, L. M. et R. Whitcomb (2014). Improvisational practices in elementary general music classrooms. Journal of Research in Music Education, 61(4), 379–395
Hanson, J. (2017). Exploring relationships between K–12 music educators’ demographics, perceptions of intrapreneuring, and motivation at work. Journal of Research in Music Education,
65(3), 309–327. doi:10.1177/0022429417722985
Hopkins, M. T. (2013). Factors contributing to teachers’ inclusion of music composition activities in the school orchestra curriculum. String Research Journal, 4, 15–36.
Lam, S. W. M. et Wright, S. (2004). The creative music curriculum for pre-primary schools.
Contemporary Issues in Early Childhood, 5(2), 207–220.
Langley, D. W. (2018). Students’ and teachers’ perceptions of creativity in middle and high school choral ensembles. Music Education Research, 20(4), 446–462.
doi:10.1080/14613808.2018.1433150
McMillan, R. (2009). Creativity in instrumental learning and teaching: Missing in action! Victorian Journal of Music Education, 12(1), 9–12.
Ng, F. Y. et Morris, P. (1999). The music curriculum in Hong Kong secondary schools— intentions and constraints. Arts Education Policy Review, 100(5), 29–40.
doi:10.1080/10632919909599473
Ódena Caballol, Ó. (2001). The construction of creativity: Using video to explore secondary school music teachers’ views. Educate: The London Journal of Doctoral Research in Education,
1(1), 104–122.
Ódena Caballol, Ó. et Welch, G. F. (2007). The influence of teachers’ backgrounds on their perceptions of musical creativity: A qualitative study with secondary school music teachers.
Research Studies in Music Education, (28), 71–81.
Ódena Caballol, Ó. et Welch, G. F. (2009). A generative model of teachers’ thinking on musical creativity. Psychology of Music, 37(4), 416–442. doi:10.1177/0305735608100374
Ódena Caballol, Ó., Plummeridge, C. et Welch, G. F. (2005). Towards an understanding of creativity in music education: A qualitative exploration of data from English secondary schools.
Bulletin - Council for Research in Music Education, (163), 9–18.
Rozman, J. C. (2009). Musical creativity in Slovenian elementary schools. Educational
Research, 51(1), 61–76. doi:10.1080/00131880802704749
Shouldice, H. N. (2014). Teachers’ beliefs regarding composition in elementary general music: Definitions, values, and impediments. Research Studies in Music Education, 36(2), 215–230. doi:10.1177/1321103X14556574
Snell, A. H. et Stringham, D. A. (2018). Hard-pressed: instrumental music teachers’
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31, 1–28.
Stakelum, M. (2008). Creating a musical world in the classroom: Application of a Bourdieuan approach towards understanding teacher practice. British Journal of Music Education, 25(1), 91– 102.
Strand, K. (2009). A narrative analysis of action research on teaching composition. Music
Education Research, 11(3), 349–363. doi:10.1080/14613800903144288
Stringham, D. A., Thornton, L. C. et Shevock, D. J. (2015). Composition and improvisation in instrumental methods courses: instrumental music teacher educators’ perspectives. Bulletin of
the Council for Research in Music Education, (205), 7–25.
doi:10.5406/bulcouresmusedu.205.0007
C. Évaluation de la création musicale
Beston, P. (2004). Senior student composition: An investigation of criteria used in assessments by New South Wales secondary school music teachers. Research Studies in Music Education, (22), 28–41
Hanley, B. (1998). Gender in secondary music education in British Columbia. British Journal of
Music Education, 15(1), 51–69.
Hickey, M. (1999). Assessment rubrics for music composition. Music Educators Journal, 85(4), 26.
Leong, S. (2010). Metacognition and creativity in music assessment. E-Journal of Studies in
Music Education, 9(1), 18–28.
Mellor, L. (1999). Language and music teaching: the use of personal construct theory to investigate teachers’ responses to young people’s music compositions. Music Education
Research, 1(2), 147–158. doi:10.1080/1461380990010203
Mitchell, N. (2011). What impact does expected evaluation have on the creativity of music students? Canadian Music Educator/Musicien Éducateur Au Canada, 52(3), 34–36. Rozman, J. C. (2009). Musical creativity in Slovenian elementary schools. Educational
Research, 51(1), 61–76. doi:10.1080/00131880802704749
Salaman, W. (2008). Reflections on progress in musical education. British Journal of Music
Education, 25(3), 237–243. doi:10.1017/S0265051708008073
Strand, K. (2009). A narrative analysis of action research on teaching composition. Music
Education Research, 11(3), 349–363. doi:10.1080/14613800903144288
D. Place accordée à la création dans les cours de musique
Cheung-Yung, W. Y. J. (2004). Mapping music education research in Hong Kong. Psychology
of Music, 32(3), 343–356.
Dogani, K. (2004). Teachers’ understanding of composing in the primary classroom. Music
Education Research, 6(3), 263–279. doi:10.1080/1461380042000281721
Gruenhagen, L. M. et R. Whitcomb (2014). Improvisational practices in elementary general music classrooms. Journal of Research in Music Education, 61(4), 379–395.
Hopkins, M. T. (2013). Factors contributing to teachers’ inclusion of music composition activities in the school orchestra curriculum. String Research Journal, 4, 15–36.
McMillan, R. (2009). Creativity in instrumental learning and teaching: Missing in action!
Victorian Journal of Music Education, 12(1), 9–12.
Menard, E. A. (2015). Music composition in the high school curriculum: A multiple case study.
Journal of Research in Music Education, 63(1), 114–136. doi:10.1177/0022429415574310
Menard, E. A. et Rosen, R. (2016). Preservice music teacher perceptions of mentoring young composers. Journal of Music Teacher Education, 25(2), 66–80. doi:10.1177/1057083714552679
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Ng, F. Y. et Morris, P. (1999). The music curriculum in Hong Kong secondary schools— intentions and constraints. Arts Education Policy Review, 100(5), 29–40.
doi:10.1080/10632919909599473
Rozman, J. C. (2009). Musical creativity in Slovenian elementary schools. Educational
Research, 51(1), 61–76. doi:10.1080/00131880802704749
Stringham, D. A., Thornton, L. C. et Shevock, D. J. (2015). Composition and improvisation in instrumental methods courses: instrumental music teacher educators’ perspectives. Bulletin of
the Council for Research in Music Education, (205), 7–25.
doi:10.5406/bulcouresmusedu.205.0007
E. Programmes d’interventions pour encourager la création musicale en classe Abramo, J. M. et Austin, S. C. (2014). The trumpet metaphor: A narrative of a teacher’s mid- career pedagogical change from formal to informal learning practices. Research Studies in Music
Education, 36(1), 57–73. doi:10.1177/1321103X14528454
Baloche, L. (1994). Creativity and cooperation in the elementary music classroom. Journal of
Creative Behavior, 28(4), 255–265.
Dogani, K. (2008). Using reflection as a tool for training generalist teachers to teach music.
Music Education Research, 10(1), 125–139. doi:10.1080/14613800701871595
Hewitt, A. (2003). Developments in self and task perception in students engaging in a preservice music education programme. Bulletin of the Council for Research in Music Education, (158), 55–71
Kesäniemi, S., Ruokonen, I., Ruismäki, H. et Juvonen, A. (2017). Songdrawing in the classroom: Elementary school teachers’ conceptions of Songdrawing. The Changing Face of Music and Art
Education, 9, 83–106.
Lam, S. W. M. et Wright, S. (2004). The creative music curriculum for pre-primary schools.
Contemporary Issues in Early Childhood, 5(2), 207–220.
Leung, B. W. (2004). A framework for undertaking creative music-making activities in Hong Kong secondary schools. Research Studies in Music Education, (23), 59–75.
Locke, M. et Locke, T. (2012). Introducing a mentor into a children’s composition project: Reflections on a process. Thinking Skills et Creativity, 7(1), 8–20. doi:10.1016/j.tsc.2011.12.001 Menard, E. A. (2015). Music composition in the high school curriculum: A multiple case study.
Journal of Research in Music Education, 63(1), 114–136. doi:10.1177/0022429415574310
Menard, E. A. et Rosen, R. (2016). Preservice music teacher perceptions of mentoring young composers. Journal of Music Teacher Education, 25(2), 66–80. doi:10.1177/1057083714552679 Oltedal, E. (2011). Bendik and Aarolilja: An example of arts partnership material for schools?
International Journal of Music Education, 29(2), 191–204. doi:10.1177/0255761410381826
Reese, S. (2001). Integration of on-line composition mentoring into music teacher education.
Contributions to Music Education, 28(1), 9–26.
Simoni, M. (2003). Project Lovelace: Unprecedented opportunities for music education.
Organised Sound: An International Journal of Music Technology, 8(1), 57–60.
Stefanov, I. (2005). Implementation of music composition and arranging through the Virtual High School. Journal of Technology in Music Learning, 3(1–2), 106–108.
Warner, C. et Tarr, J. J. T. (2017). Journeys towards learning in a new key: Researching the challenge of introducing deep cultural and psychological resources in classrooms. Educação,
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